Dóra Regőczi, Glasgow Caledonian University, @DoraRegoczi

About stroke

Stroke is a serious life-threatening medical condition which occurs when a part of the brain cannot get enough oxygen due to insufficient blood supply caused by a blockage or is damaged by a bleed. In the UK, there are over 100,000 strokes every year and it is a leading cause of disability (Stroke Association, 2018). The effects of a stroke depend on where it takes place in the brain and how big the damaged area is. Stroke survivors are often left to deal with serious, life-changing disabilities which has a huge impact on their daily life. Post-stroke impairments and limitations may affect physical, communicational, cognitive and psychological functioning (RCP, 2016). The stroke care pathway can include several steps from acute care, early rehabilitation, secondary prevention, early supported discharge, community rehabilitation, systematic follow-up, long-term support and in some cases palliative care (RCP, 2016).

Physical activity after stroke

Physical activity is viewed as an important element of this pathway with different roles and functions in each step: It can function as a prevention, rehabilitation and secondary prevention tool, and it has multiple benefits affecting cognitive, psychosocial, emotional and physical states (Saunders, 2020). Physical activity is relevant across the whole care pathway, however, observation studies highlighted that stroke survivors engage with limited amount of physical activity and high level of sedentary behaviour (Fini et al., 2017). Physical activity behaviour is a modifiable factor in stroke care and current research highlights the need to develop interventions aiming to increase physical activity and reduce sedentary behaviour after stroke (Moore et al., 2018). Understanding factors that may positively or negatively influence the uptake, progression and maintenance of physical activity after stroke could allow the development of appropriately targeted interventions for this population. These factors include individual, social and environmental elements (see Table 1). Most of these factors are also modifiable, therefore future interventions could target some or all of these factors.

How can healthcare professionals/exercise psychologists help to increase physical activity after stroke?

In healthcare, there are many opportunities to assess and advise patients on physical activity (Patrick et al., 2009) and several national and international guidelines encourage health care professionals to do so. In stroke care, The National Clinical Guidelines for Stroke (2016) recommend that people with stroke should be offered self-management support based on self-efficacy, aimed at the knowledge and skills needed to manage life after stroke. People with significant changes in self-esteem after stroke should be offered information, support and advice, and considered for psychological interventions to increase their physical activity (Jones & Raizi, 2010). Health care professionals are well placed to encourage positive behaviour patterns early and help translate mobility and functional gains made in therapy to an increase in physical activity in the longer term. Helping relationships can be predictive of stages of change when it comes to physical activity (Cardinal et al., 2004).

Research evidence and best practice guidelines recommend that an initiative to increase physical activity is most effective when combined with behaviour change strategies (Donkers et al., 2018). Behaviour change strategies can be defined as techniques designed to specifically address one or more psychological determinants of behaviour (Michie et al., 2018) and they make up the active components used in behaviour change interventions (Michie et al., 2013). A review by Stretton et al. (2017) found that those interventions targeting stroke survivors which were based on exercise alone had no significant effect, or they were less effective than those incorporating behaviour change techniques as well. Moore et al. (2018) compared nine studies and found that interventions were viewed more effective if they went beyond simple demonstration and guidance of physical activity after stroke and used psychosocial support methods (e.g. action planning, social support and problem solving). Controversially, another systematic review by Kringle et al. (2019) found inconsistent results and the authors were unable to identify intervention approaches that are superior for modifying full-day activity patterns in stroke rehabilitation. When studies were looking at long-term physical activity and maintenance of physical activity behaviour instead of looking at the uptake of physical activity stage of behaviour change, Morris, MacGillivray and Mcfarlane (2014) found that interventions involving tailored counselling are likely to be effective.

Similar to the factors influencing physical activity uptake and maintenance, physical activity promotion is also influenced by several factors (Table 2) coming from the providers, the environment and the receivers. Currently, there is limited research regarding physical activity promotion behaviour after stroke, therefore, looking at the more extensive evidence from the general healthcare setting may better inform our understanding. Crisford et al. (2018) highlighted that further investigation of the strengths, opportunities and effectiveness of physical activity promotion within the various health professions and settings is warranted in order to create successful, targeted interventions.

Practical recommendations for health care professionals/exercise psychologists

There are areas of uncertainty and further work is required to improve our knowledge and understanding on the best ways to increase physical activity after stroke. However, based on the available literature and the discussion above, the following recommendations could help you to support individuals to increase their physical activity level:

• Stroke affects everyone differently, therefore an individually tailored approach is essential when it comes to assessing the physical activity needs of stroke survivors
• There are several modifiable factors that influence physical activity behaviour after stroke. Being aware and targeting the most relevant ones for each individual can improve the uptake and maintenance of physical activity after stroke
• There is a strong body of evidence supporting the implementation of behaviour change strategies into physical activity promotion. Familiarising yourself with these strategies can increase your own confidence and skills when it comes to supporting physical activity behaviour after stroke
• Reflecting on your own resources and organisational environment can help you to identify barriers and increase your own physical activity promotion behaviour

Reference

Cardinal, B. J., Kosma, M. & McCubbin, J. A. (2004). Factors influencing the exercise behavior of adults with physical disabilities. Medicine & Science in Sports & Exercise, 36(5), 868-875.

Crisford, P., Winzenberg, T., Venn, A., Schultz, M., Aitken, D., & Cleland, V. (2018). Factors associated with physical activity promotion by allied and other non-medical health professionals: A systematic review. Patient education and counseling, 101(10), 1775-1785.

Donkers, S. J., Chan, K., Milosavljevic, S., Pakosh, M., & Musselman, K. E. (2018). Informing the training of health care professionals to implement behavior change strategies for physical activity promotion in neurorehabilitation: a systematic review. Translational behavioral medicine.

Drigny, J., Joussain, C., Gremeaux, V.,  Morello, R., Van Truc, P. H., Stapley, P., … & Ruet, A. (2019). Development and validation of a questionnaire to assess barriers to physical activity after stroke: the barriers to physical activity after stroke scale. Archives of physical medicine and rehabilitation, 100(9), 1672-1679.

Fini, N.A., Holland, A.E., Keating, J., Simek, J. & Bernhardt, J., (2017). How physically active are people following stroke? Systematic review and quantitative synthesis. Physical therapy, 97(7), 707-717.

Hébert, E. T., Caughy, M. O., & Shuval, K. (2012). Primary care providers’ perceptions of physical activity counselling in a clinical setting: a systematic review. Br J Sports Med, 46(9), 625-631.

Huijg, J. M., Gebhardt, W. A., Verheijden, M. W., van der Zouwe, N., de Vries, J. D., Middelkoop, B. J., & Crone, M. R. (2015). Factors influencing primary health care professionals’ physical activity promotion behaviors: a systematic review. International journal of behavioral medicine, 22(1), 32-50.

Jackson, S., Mercer, C., & Singer, B. J. (2018). An exploration of factors influencing physical activity levels amongst a cohort of people living in the community after stroke in the south of England. Disability and rehabilitation, 40(4), 414-424.

Jones, F., & Riazi, A. (2010). Systematic review of self-efficacy and stroke. Disabil Rehabil, 33, 797-810.

Kringle, E. A., Barone Gibbs, B., Campbell, G., McCue, M., Terhorst, L., Kersey, J., & Skidmore, E. R. (2019). Influence of Interventions on Daily Physical Activity and Sedentary Behavior after Stroke: A Systematic Review. PM&R.

Lawrence, M., Kerr, S., Watson, H., Paton, G., & Ellis, G. (2010). An exploration of lifestyle beliefs and lifestyle behaviour following stroke: findings from a focus group study of patients and family members. BMC Family Practice, 11(1), 97.

Michie, S., Carey, R. N., Johnston, M., Rothman, A. J., De Bruin, M., Kelly, M. P., & Connell, L. E. (2018). From theory-inspired to theory-based interventions: A protocol for developing and testing a methodology for linking behaviour change techniques to theoretical mechanisms of action. Annals of Behavioral Medicine, 52(6), 501-512.

Michie, S., Richardson, M., Johnston, M., Abraham, C., Francis, J., Hardeman, W., … & Wood, C. E. (2013). The behavior change technique taxonomy (v1) of 93 hierarchically clustered techniques: building an international consensus for the reporting of behavior change interventions. Annals of behavioral medicine, 46(1), 81-95.

Moore, S. A., Hrisos, N., Flynn, D., Errington, L., Price, C., & Avery, L. (2018). How should long-term free-living physical activity be targeted after stroke? A systematic review and narrative synthesis. International Journal of Behavioral Nutrition and Physical Activity, 15(1), 100

Morris, J. H., MacGillivray, S., & Mcfarlane, S. (2014). Interventions to promote long-term participation in physical activity after stroke: a systematic review of the literature. Archives of physical medicine and rehabilitation, 95(5), 956-967.

Morris, J., Oliver, T., Kroll, T., & MacGillivray, S. (2012). The importance of psychological and social factors in influencing the uptake and maintenance of physical activity after stroke: a structured review of the empirical literature. Stroke research and treatment, 2012.

Nicholson, S. L., Donaghy, M., Johnston, M., Sniehotta, F. F., Van Wijck, F., Johnston, D., … & Mead, G. (2014). A qualitative theory guided analysis of stroke survivors’ perceived barriers and facilitators to physical activity. Disability and rehabilitation, 36(22), 1857-1868.

Nicholson, S., Sniehotta, F. F., van Wijck, F., Greig, C. A., Johnston, M., McMurdo, M. E., … & Mead, G. E. (2013). A systematic review of perceived barriers and motivators to physical activity after stroke. International Journal of Stroke, 8(5), 357-364.

Patrick, K., Pratt, M., & Sallis, R. E. (2009). The healthcare sector’s role in the US national physical activity plan. Journal of Physical Activity and Health, 6(s2), S211-S219.

Royal College of Physicians (RCP), (2016). National Clinical Guideline for Stroke 5th Edition [online]. Royal College of Physicians. (viewed 01.03.2020)

Saunders, D. H., Sanderson, M., Hayes, S., Johnson, L., Kramer, S., Carter, D. D., … & Mead, G. E. (2020). Physical fitness training for stroke patients. Cochrane Database of systematic reviews, (3).

Stretton, C. M., Mudge, S., Kayes, N. M., & McPherson, K. M. (2017). Interventions to improve real-world walking after stroke: a systematic review and meta-analysis. Clinical rehabilitation, 31(3), 310-318.

Stroke Association (2018). State of the nation: Stroke statistics February. Available from: https://www.stroke.org.uk/sites/default/files/state_of_the_nation_2018.pdf (viewed 12.04.2020)

Vuori, I. M., Lavie, C. J., & Blair, S. N. (2013). Physical activity promotion in the health care system. In Mayo Clinic Proceedings, 88(12), 1446-1461

Be sure to keep an eye out for more insightful studies coming from Dóra’s PhD in the future.

Stephanie Wheeler, @sgwheeeler

I was curious to research the area of playfulness in coaching as I had noticed both in myself and others that in times of perceived stress, my brain switched to pure logical goal-focused thinking.  Particularly before I started the path of development as a coach, a fog of ‘seriousness’ also descended on me in those periods.  On reflection, I wondered whether this automatic response narrowed down my thinking.  Did what I took for effectiveness and focus in fact rob me of the ability to broaden my thinking, potentially leading to different actions and outcomes?     

For the dissertation research for my MSc in Coaching & Behavioural Change (Henley Business School), I took the opportunity to explore this idea of playfulness in the context of coaching.  Research into adult playfulness is still at a relatively young stage and there is no universal consensus as to its conceptualisation, definition, measurement, distinctiveness or specificity.  Nevertheless, I find the definition proposed by Professor Proyer (2017) helpful as he divides the concept into a number of different categories, one of which is Intellectual playfulness.  In essence, this represents an enjoyment of playing with thoughts and ideas, embracing complexity and taking different perspective and is possibly associated with creative thinking as well as specific task/goal focus and problem solving.

It is this idea of Intellectual playfulness which was primarily explored in my research and subsequent article in the International Coaching Psychology Review (March 2020).  Based on interviews with 14 experienced coaches, working predominantly with corporate clients, the research is a qualitative study exploring and seeking to understand playfulness in coaching.  I identify strong themes in the research results of key factors required for playfulness and what it may bring to coaching.  Risks and potential barriers as well as future areas to investigate are also considered.  Based on a literature review of adult playfulness and the findings of my research, a new working definition is proposed. 

There is support in the research literature that there are benefits to adult playfulness, many of which appear relevant to coaching.  Yet with the experienced and reflective coaches who took part in this research study, many had not specifically reflected on playfulness in their coaching prior to participating.  My hope is that the article and underlying research will direct attention in the field of coaching to the concept of adult playfulness so that we can continue the exploration of its impact on coaching and its potential contribution to coaching effectiveness.

Stephanie Wheeler is a leadership and personal development coach working with individuals and teams.  Also a LEGO® SERIOUS PLAY® facilitator, speaker and writer, she is currently writing a book with Routledge with fellow coach Teresa Leyman in a further quest to explore the concept of playfulness and coaching. http://www.stephaniewheeler.co.uk

Alex Oliver, PhD Researcher, Glasgow Caledonian University, @aoliverpsych

Attention is a special type of spotlight that we can shine internally and externally to illuminate information we perceive to be important at that time, however, until recently we didn’t really have many insights into its operation. We use the term spotlight because attention is something that is always on; it’s always shining somewhere! Meta-attention, a component of the wider metacognitive framework, relates to our knowledge and awareness of the operation of our attentional system (Miller & Bigi, 1979). That is, what do we know about our own attentional spotlight, and how do we shine it?

Pioneering cognitive sport psychologist Aidan Moran pinpointed meta-attention as a pathway of understanding concentration in sport performers (Moran, 1996), however, little was done empirically to build on Moran’s suggestion for research to understand concentration. This meant that we did not have much understanding of what athletes know about their attention.

Our research aimed to fill this gap, by developing an understanding of what concentration looks like in golfers. Curiously other than the odd game of pitch and putt and crazy golf, I’ve never played a round of golf in my life! But, because of its unique nature, golf provides the perfect insight into concentration and attention control. A golfer can be out on the course for the best part of 5 hours yet they only need to concentrate – or focus – for a fraction for that. Therefore, we were interested in how a golfer shines their attentional spotlight – and what they think is the shiner.

We used a grounded theory approach and interviewed 8 golfers (7 competitive-elite, 1 successful-elite). The results showed that golfers perceived attention to be resource-based, with reflections (i.e., I have this resource or this resource is missing) on attentional resources, followed by an initiation of attentional control made up of target selection, pre-shot routine and following execution an initiation of a post-shot routine. The post shot-routine would be rounded off by something I’ve been informed is the golden rule in golf, think and talk about anything other than golf between shots!

If we link this back to the attentional spotlight, what this means is, first-of-all the spotlight shines internally – we look for a resource that might be useful for this moment in time. This might be an experience on playing a bunker shot. Because this is a metacognitive process, higher skilled athletes are more likely to be able to monitor for, locate and apply the most appropriate resource they need at that time. If an athlete fails to locate the resource required the negative appraisal can lead to internal distraction occurring.

The spotlight then shifts to target selection (e.g., that tree back right); on to a consistent pre-shot routine; the shot happens; the spotlight then shines towards a post-shot routine described as an evaluation box that would be exited by a player diverting their attention to anything other than their current game – something that may be facilitated by a playing partner or a caddie.

Practically what might this mean? First-of-all, if we consider metacognitive evaluation of attentional resource that takes place – the attentional spotlight identifies the resource and a reflection takes place – they either have a positive evaluation of this (e.g., my recent bunker shots are on point) or a negative evaluation (e.g., my bunker shots have been a disaster). So, we can begin to understand where internal distractions occur. At a theoretical level, mindfulness-based interventions may hold promise because this would reduce internal distractibility and we know these can increase flow which is associated with increased feelings of concentration (Kaufman et al., 2009).

Second, our understanding of meta-attention reiterated the selection of an external target, the use of a consistent pre-shot routine and post-shot routine. Practitioners should ensure that their athletes establish pre- and post-shot routines, especially in intermittent sports like golf where frequent shifts in the attentional spotlight take place. The use of a pre-shot routine can bring the attentional spotlight into task-relevant focus, and a post-shot routine can direct the attentional spotlight to evaluate the shot taken and then provide direction towards a task irrelevant thought.  

Our research presented a new theoretical understanding of meta-attention, in that we know a bit more about what it takes to control the attentional spotlight. This research has begun to shine a light on what mechanisms lie beneath the spotlight; showing us what the shiner is, but we still need to do more to deepen our understanding of the meta- mechanisms across cognitions, including further attention research.

This blog is adapted from an original article published in The Sport Psychologist (2020) and formed part of the authors’ PhD research.

We would be keen to connect with psychologists who are interested in metacognition in applied performance settings. For those interested, please contact Alex.

References:

Kaufman, K. A., Glass, C. R., & Arnkoff, D. B. (2009). Evaluation of Mindful Sport Performance Enhancement (MSPE): A new approach to promote flow in athletes. Journal of Clinical Sport Psychology, 3(4), 334-356.

Miller, P. H., & Bigi, L. (1979). The development of children’s understanding of attention. Merrill-Palmer Quarterly, 25, 235-250.

Moran, A.P. (1996). The psychology of concentration in sport performers. Hove, UK: Psychology Press.

Oliver, A., McCarthy, P. J., & Burns, L. (2020). A Grounded-Theory Study of Meta-Attention in Golfers. The Sport Psychologist, 34(1), 11-22.

Elliot Sharpe, Loughborough University, @efsharpe

Every sport science consultant, whether from the disciplines of psychology, nutrition, physiology (etc.) will be immersed within the challenging and complex environment that is elite sport. Strictly speaking, sports consultants must show evidence of discipline-specific knowledge accumulated through a vast array of qualifications in order to accumulate the ‘know-what’ which can be drawn upon to enhance physical and mental strength, well-being, recovery and other performance related constructs. However, effective consultation involves more than knowledge of techniques and technical skills. It requires understanding the context in which you operate – knowing what works, with which persons, and in which situations. It is more than knowing what to do; it is knowing how to apply this to initiate meaningful change.

Contextual intelligence 

Being able to understand the values and attitudes of people at all levels of the sport requires high levels of awareness and empathy that the contemporary practitioner can utilise to improve the potential to become more effective. The contextually intelligent consultant recognises the language of the sport and system to make possible the prudent, intelligent, and illuminating application of technical knowledge in a meaningful way to generate change [1]. Although the term contextual intelligence [2] may be unfamiliar to some, it’s importance is reflected in various issues including (but not limited to): gaining entry [3], becoming accepted within a team, increasing intervention adherence, working with families [4] and NGBs, and helping others deal with organizational stress [5].

How to develop contextual intelligence 

The consultant with prior experience in the specific sport and is fluent in the culture’s language has a distinct advantage at initially understanding it’s technical information. Previous experience as an athlete is another activity that could help consultants understand the unique demands and pressures faced by athletes [2]. However, it is important to state that prior sporting experiences does not ensure practitioners will be effective, as there is potential to ignore the unique personal experiences of their clients [6]. Overall, I believe the most important way for consultants to develop contextual intelligence is to become immersed within a team that will help consultants build relationships and recognise how best to structure, deliver and promote their message in a way that can be clearly received and applied to key performance behaviours. This involves high levels of adaptability to adjust their consulting approach which can suit the specific needs of the client and further enhance the ability to connect with people in a more effective and genuine way [7].

Becoming immersed within the team

Contextual intelligence is typically associated with the ‘know-how’ that lies at the heart of building trusting, credible relationships in sport. It is the foundation by which consultants earn legitimacy and respect within a team. Becoming immersed within the team allows the consultant to build rapport and working alliances that is crucial to being able to integrate within coaching staff rather than operate as isolated consultants. In addition, observing the day-to-day practices within a team allows the consultant to recognise the most effective method of delivering an intervention that could be more likely to be accepted, gain subsequent ‘buy-in’ [8], and be understood in the language of the sport. This immersion also means that consultants may be exposed to disciplines outside of their technical expertise and offers the unique ability to shape others practice in an interdisciplinary fashion. 

In summary:

The concept of contextual intelligence is an important factor that could determine success as a sports consultant. Knowing what to do is often not enough to initiate meaningful change at an individual, team or organisational level. Knowing how to structure, implement and promote an intervention or strategy within a sport could be the important difference between being fit for practice or not [9]. Importantly, the time spent immersed within a team can help consultants develop contextual intelligence and ultimately build trust, respect and credibility. 

If you want to know more get in touch with Elliot (elliot.sharp@live.co.uk) or check out Elliot’s LinkedIn profile

Coral-Jade Oakley, Southampton Solent University, @coraljadeoakley

The original basis for this research project was my enthusiasm to study female footballers – being one myself. In addition, I had previously suffered an ACL tear which came with psychological consequences so I was interested to find out whether other athletes experienced the same effects and whether different rehabilitation programmes may have benefitted them.

Injury is a dominant part of football and the rehabilitation process is becoming more advanced; hence the growing amount of research surrounding male footballers. However, there is little research focusing on females (Junge and Dvorak 2007) and therefore comparing the needs of both genders during rehabilitation. It has been found in previous research that emotional response and cognitive appraisals differ between genders, however, there has been little thought into whether males and females require the same treatment post-injury – researching both genders means that we can predict differences in psychological response (Granito 2002).  This explains the need for this research into the psychological effects of lower limb injury on male and female footballers and the implication this has on choice of rehabilitation techniques.

There are multiple models which can help explain the psychological response of injury: Grief-Response Model (Kubler-Ross 1969), Cognitive-Appraisal Model (Weise-Bjornstal 1998), Biopsychosocial Model (Brewer 2009) and the Integrated Model (Weise-Bjornstal 1998). This research uses these models to determine the cognitive appraisals, emotions and responses experienced by athletes and show how they may explain the differences between genders.

I used a case study, qualitative design to carry out this research project in which I interviewed 4 male and 4 female participants using a semi-structured interview – asking them about their injury experience, opinions on rehabilitation and psychological effects that came with their injury. This naturally adopted a latent, deductive approach which was then analysed through the six stages of thematic analysis. This approach easily outlined common themes in the interview data and I was able to group and order the themes and produce significant results.

The main themes of psychological response to injury were fear of re-injury (an expected result as Tripp et al. (2007) found that both genders suffer from a decreased confidence from fear of re-injury), anxiety and anger/frustration. However, these emotions were different between males and females as they didn’t experience the same psychological response post-injury; hypothesised by previous studies on injury (Santi and Pietrantoni 2013). For example, females felt more anxiety regarding returning to football and attending rehabilitation sessions where-as males experienced more anger and frustration towards their injury. This is important because it suggests that males and females may need different types of rehabilitation depending on the emotions experienced post-injury. In order to determine whether males and females responded differently when experiencing the stress of injury, we need to understand how the feelings and emotions of both genders differ. Newer research supports this; suggesting that females respond differently due to the function and chemistry of the brain (Brizendine 2008).

Moving forward with my findings, the answers given by participants suggested that the emotions experienced by athletes did directly link to their appraisals and perceptions of necessary rehabilitation techniques. For example, the female athletes sought social support from family and friends where-as the male athletes didn’t deem this as necessary for their recovery. Interestingly, athletes that experienced more intense emotions during their rehabilitation process highlighted psychological interventions such as imagery and self-talk to be beneficial to their recovery – or would have been if it had been offered to them.

The findings in this research were very interesting yet expected when looking at recent research into this field of study; suggesting that both genders do in fact require and would benefit from different treatment and rehabilitation programmes and this would be entirely dependent upon the emotions they experienced post-injury. Therefore I feel that my research project and findings are beneficial for coaches, physiotherapists and psychologists in order to understand the cognitions, appraisals and perspectives of injured athletes and how both genders may require different treatment.

An important note to take from this research, however, is that past research and theories (e.g. Male Gender Role Identity Model – Brannon 1976) suggest that males are less engage in talking openly about their emotions of rehabilitation and this may explain some of the differences in results found.

If you wish to receive a copy of his full research project, please email: coral.oakley1@hotmail.com

LinkedIn: Coral-Jade Oakley

Website: cozxakley.wordpress.com

References:

BRIENDINE, L. 2008. The Female Brain. USA.

JUNGE, A.; DVORAK, J. 2007. Injuries in Female Football Players in Top Level International Tournaments. England; BMJ Publishing Group LTD. Pp.7

TRIPP, D.A. 2007. Fear of Re-Injury, Negative Affect, ad Catastrophising Predicting Return to Sport in Recreational Athletes with Anterior Cruciate Ligament Injuries at 1 Year Post-Surgery. Rehabilitation Psychology. 52 (1). 74-81.

Cathal Tweddle, Dromard GAA, @CathalT88

This blog post will give some insight into the lived experience of technology use within club level Gaelic Footballers and the potential implications of such for coaches or psychologists using technology with their athletes. The information and quotes are taken from a qualitative study which I carried out with 6 club Gaelic Footballers as part of my final year undergraduate project in Dublin Business School under the supervision of Dr. Lucie Corcoran.

For those who are unaware of the sport, Gaelic Football is one of four indigenous sports governed by the Gaelic Athletic Association (GAA) in Ireland. It is one of the most popular spectator and participatory sports in the country. A GAA club exists in almost every community on the island of Ireland, with over 2200 GAA clubs in existence throughout the 32 counties, providing native sports for approximately 330,000 participants  All GAA players are amateur and do not get paid for their participation at any level.

Every Gaelic Footballer plays for his/ her local club and they usually play with this club right until retirement. This makes GAA unique from many other sports as transfers between clubs are uncommon and this fosters a deep sense of community and pride in your local area. Each year every club competes for the county championship within their own county. Clubs are graded according to ability across three tiers with junior grade catering for weaker clubs, intermediate grade catering for tier two clubs and senior grade catering for elite clubs within a county. Elite players from club championships are selected to represent their county and compete in the All-Ireland championships which are broadcasted on Sky Sports during the summer, however, exclusively club players represent the vast majority of the association’s playing population.

To date, research looking at the effect that technology is having on the lived experience of its users in any sports setting has been lacking (Hurley, 2018). The aim of the research was to begin to fill this void by investigating how technology has effected the lived experience of club Gaelic Footballers. I encountered some very interesting themes and results in this regard.

In recent years there has been an ever increasing presence of sports science, strength and conditioning and data analysis present in the preparation of intercounty teams (Kelly, Banks, McGuinness & Watson, 2018). Intercounty teams regularly play in front of 80,000 spectators during championship season and as such heightened levels of preparation come as no surprise. Interestingly however, as technologies have become more readily available and cheaper to access as a whole, the increasingly professional level of preparation observed with elite teams has trickled down to club teams. The use of GPS monitoring, Video analysis and communication tools such as WhatsApp and teamer have now become common place at club level, far away from the bright lights of Croke Park (Hurley, 2018; Martin, Swanton, McGrath, & Bradley, 2017).

Firstly, there was a general positivity towards being able to use technology within the team environment and it was felt that team communication apps such as WhatsApp help in overall team cohesion. It is now easier than ever to organise matches and training sessions. A unique aspect of the GAA is that although many players live in the major cities such as Dublin, Galway and Cork, they still travel home at weekends and sometimes during the week for training sessions and matches with their local club team. Where these drives are untenable during the week, players train on their own or with local teams in the city and send on pictures of their training to the WhatsApp group.

‘if I’m training in Dublin like I can show people that I’m training in Dublin… I don’t feel as if people think I’m not there or not.’

Video analysis was observed to vary greatly in quality. There was a general acceptance that it was worthwhile but often times, because it was implemented by the coach not qualified in the area of video analysis, it was seen to do more harm than good. Some players even admitted to being ‘anxious’ going into the sessions and felt that their confidence was being damaged. One player even suggested that players can became so aware of being constantly highlighted that they can became more conservative in games.

‘if you use too much video work players can become conscious of .. the camera is there and are probably less inclined to take a risk or something or you know deviate at all from the team plan…’

Managers as well as players seemed to display a general lack of understanding of GPS readings. Rather than use it as a tool to monitor training load and help with injury prevention, it was being ‘used as a stick’ to beat players with and pulling them up when their numbers weren’t deemed good enough.

Like anything in life, Individual differences were observed. While some players were motivated by certain tools, others were not, particularly in regards GPS results.

‘I like to see Ok he’s actually running it in that time, I’ll actually maybe try and beat that’

‘I’m not going to do any more running because someone is going to be looking at the GPS numbers’

The most interesting point to come from the study perhaps was that players felt it was taking away from their enjoyment of participating.

‘it can actually maybe detract from the enjoyment of actually just playing sport.’

‘It’s supposed to be an escape from the mundane aspects of life.’

The study has certainly not solved anything nor does it profess to, however, if you are a coach or psychologist using technology with your players or team, it does provide some interesting food for thought. Is your use of technology adding to or taking away from your athletes experience? Do you and your athletes fully understand why you are using a piece of technology? And finally have you considered how your feedback from these tools could effect the athlete going forward both on and off the pitch?

References

Hurley, O. A. (2018). Sport Cyberpsychology. Oxford: Routledge.

Kelly, Banks, McGuinness & Watson. (2018). Playing Senior Inter-County Gaelic Games: Experiences. realities and Consequences. ESRI Research Series. Issue 76. Doi: https://doi.org/10.26504/rs76

Martin, D., Swanton, A., McGrath, D., & Bradley, J. (2017). The use, integration and value of performance analysis to GAA coaches. Journal of Human Sport and Exercise, 12(2.), 492–501. doi:10.14198/jhse.2017.12.proc2.02

Personal Information.

Cathal Twaddle is a GAA coach based in Co. Longford in Ireland. He has competed in Olympic Weightlifting, Rugby, Gaelic Football and Soccer at various levels. Cathal has been involved in coaching teams from the age of 16 and has worked as Assistant Strength Coach with Longford GAA’s Senior Intercounty Footballers as well as coached numerous club teams including Grattan Óg GAA  Club underage teams, St. Mary’s GAA Club Granard Senior Footballers, Co. Longford, Carrigallen GAA Club Senior Footballers, Co. Leitrim and is currently involved with the Dromard GAA Club Senior Football team in Longford. Having previously qualified as a primary school teacher, Cathal has just completed an Undergraduate Degree in Psychology and hopes to continue studying Sports Psychology and in particular Sports Cyberpsychology in the coming years.

If you want to hear more about Cathal’s work follow him on twitter: @CathalT88

Dr Ian Whyte, University of Sunderland

The use of performance and image enhancing drugs (PIEDS) is a highly publicised problem within sports, with athletes testing positive on a regular basis, for example nine UK athletes faced a ban for PIEDS use in 2018 alone! However, less is known about the use of PIEDS in other highly physical and demanding professions such as the armed forces. National newspapers have picked up on the issue of PIEDS use in forces personnel (e.g. Shute, 2013, “Is body-building bad for soldiers’ health?” Daily Telegraph) and research studies have been conducted with current members of the UK armed forces (e.g. Casey et al, 2014). However, there have been little to no follow-up or separate studies to consider the usage of PIEDS among ex-Service personnel or those in transition. Given the potential health and social consequences of PIEDS use, it is important that this gap in knowledge is filled.

A research team based at the University of Sunderland lead by Dr Ian Whyte are aiming to find out just that. The project is funded by Forces in Mind Trust (FiMT) and aims to understand why ex-service personnel use performance and image enhancers. The study also aims to increase the understanding of when ex-service personnel began using PIEDS, as well as the overall knowledge base of military veterans surrounding PIED use and its consequences. This research aims to further the current literature in relation to the motivations, perceptions and experiences of PIEDS users who have served in the military.

PIEDS use has become a health concern within the wider community, and the armed forces are a community that could potentially be more vulnerable to the lures of PIEDS due to the physical and emotionally demanding nature of military service. This research will allow the armed forces and veteran communities to better understand if PIEDS use is a problem within ex-service personnel and how best to support this group moving forwards. The research team are currently conducting a systematic review of the current literature relating to PIEDS use in military service personnel and veterans. This will then be followed by a mixed methods investigation into PIED use in a North East military veteran sample.

Watch this space for more about this study